声明
Chapter One Introduction
1.1Background of the study
1.2Purposes and significance of the study
1.3Structure of the thesis
Chapter Two Literature Review
2.1 Theoretical foundation
2.1.1 Constructivism
2.1.2 Humanism
2.1.3 Multiple-intelligence theory
2.2 Formative assessment
2.2.1 Definition of formative assessment
2.2.2 Formative assessment and summative assessment
2.2.3 Effectiveness of formative assessment
2.2.4 Studies on formative assessment at home and abroad
2.3 Formative use of summative tests
2.3.1 Features of formative use of summative tests
2.3.2 Test follow-up as a formative assessment strategy
2.3.3 Empirical studies on formative use of summative tests
Chapter Three Methodology
3.1 Research questions
3.2 Participants
3.3 Research methodology
3.3.1 Non-participant classroom observation
3.3.2 Semi-structured interview
3.3.3 Data collection and analysis
Chapter Four Results and Discussions
4.2 Analysis of the data
4.2.1 Analyzing test data to inform follow-up
4.2.2 Explaining test papers to address difficulties
4.2.3 Guiding students to assess and explain test papers
4.2.4 Sharing analysis of test items and test-taking skills
4.2.5 Developing students’ good learning habits
4.2.6 Teacher-student conferences for individualized feedback
4.2.7 Teachers assignments and students follow-up actions to enhance learning
4.3 Discussion
Chapter Five Conclusions
5.1 Summary of major findings
5.2 Implications of the study
5.3 Limitations and suggestions for future study
参考文献
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
致谢
在读期间公开发表论文及科研情况
江西师范大学;